ST.

MARY’S COLLEGE QUEZON

CITY

COGNITIVE
DEVELOPMENT
by J E A N P I A G E T

FILIPINO PERSONALITY AND

SOCIAL WORK
Mar y Jane Marcos
Edr ica V. Pascual
BSSW-1 (Working)
 He was born August 9, 1896 at Neuchatel,
Switzerland and died September 16, 1980 (age
84) in Geneva, Switzerland.

He is the eldest son of Arthur Piaget and

Rebecca Jackson.

Who is Jean Piaget? Married to Valentine Chatenay in 1923. And

they were blessed with three (3) children
namely: Jacqueline, Lucienne and Laurent
whose intellectual development.

He began showing an interest in natural science

at the age of 11. He wrote a short notice on an
albino sparrow.

He finished his doctorate in University of

Neuchatel in 1918.

He is most famously known for his theory of

cognitive development.
Background and
Key Concepts of
Piaget’s Theory
Jean Piaget’s theory of cognitive development
suggests that intelligence changes as children grow.
A child’s cognitive development is not just about
acquiring knowledge, the child has to develop or
construct a mental model of the world. Cognitive
development occurs through the interaction of innate
capacities and environmental events, and children
pass through a series of stages.
How Piaget developed the theory?
Piaget was employed at the Binet Institute in the
1920s, where his job was to develop French versions
of questions on English intelligence tests. He
became intrigued with the reasons children gave for
their wrong answers to the questions that required
logical thinking.
 Children’s intelligence differs from an
adult’s in quality rather than in quantity.

Piaget branched out on his Children actively build up their

own with a new set of knowledge about the world. They are
assumptions about children’s not passive creatures waiting for
someone to fill their heads with
intelligence: knowledge.
The best way to understand children’s
reasoning was to see things from their
point of view.
Piaget studied children from infancy to
adolescence using naturalistic
observation of his own three babies and
sometimes controlled observation too.
From these, he wrote diary descriptions
charting their development.
 SENSORIMOTOR PREOPERATIONA
L
Birth to 18-24 months

Piaget’s Goal: Object permanence

2 to 7 years old

Goal: Symbolic thought

Four FORMAL CONCRETE

Stages OPERATIONAL OPERATIONAL

Adolescence to adulthood 7 to 11 years old

Goal: Scientific reasoning Goal: Logical thought

 The Sensorimotor Stage
Ages: Birth to 2 Years

The infant learns about During this stage, a They relate to the At about 8 months the
the world through their range of cognitive emergence of the infant will understand
senses and through abilities develop. These general symbolic the permanence of
their actions (moving include: object function. objects.
around and exploring permanence, self-
its environment). recognition, deferred
imitation, and
representational play.
 The Preoperational Stage
Ages: 2 to 7 Years

Toddlers and young During this stage, A child thinking is Infants at this stage
children acquire the young children can dominated by how the also demonstrate
ability to internally think about things world looks, not how animism.
represent the world symbolically. the world is. It is not
through language and yet capable of logical
mental imagery. (problem solving) type
of thought.
 The Concrete Operational Stage
Ages: 7 to 11 Years

During this stage, Children begin to Children can mentally Children also become
children begin to think understand the concept reverse things. less egocentric and
logically about of conservation, begin to think about
concrete events. understanding that, how other people might
although things may think and feel.
change in appearance,
certain properties
remain the same.
 The Formal Operational Stage
Ages: 12 and Over

Concrete operations are During this stage, They can follow the Adolescents can deal
carried out on things adolescents can deal form of an argument with hypothetical
whereas formal with abstract ideas. without having to think problems with many
operations are carried in terms of specific possible solutions.
out on ideas. Formal examples.
operational thought is
entirely freed from
physical and perceptual
constraints.
 These are the basic building
blocks of such cognitive models,
and enable us to form a mental
representation of the world.
Piaget defined a schema as: “a
cohesive, repeatable action

SCHEMA sequence possessing component

actions that are tightly
interconnected and governed by

S
a core meaning.
A schema can be defined as a set
of linked mental representations
of the world, which we use both
to understand and to respond to
situations.
 The Process of Adaptation

ASSIMILATION ACCOMODATION EQUILIBRATION

Piaget defined Piaget defined It is the force which

assimilation as the accommodation as the drives the learning
cognitive process of cognitive process of process as we do not
fitting new information revising existing like to be frustrated
into existing cognitive cognitive schemas, and will seek to restore
schemas, perceptions, perceptions, and balance by mastering
and understanding. understanding so that the new challenge
new information can (accommodation).
be incorporated.
 The Piaget’s Theory is to
explain the mechanisms and
processes by which the
infant, and then the child,
Goal of Piaget’s develops into an individual
who can reason and think
Theory using hypotheses.
Thank
You!